Multimedia learning environments for virtual experiential engineering (Nanotechnology)

1. Multimedia learning environments for virtual experiential engineering (Nanotechnology) Frank Fisher1 Hong Man2 Ling Chen2 Vinod Challa1, Gaurav Mago1 1Department of Mechanical Engineering 2Department of Electrical and Computer Engineering Stevens Institute of Technology Hoboken, NJ 07030 Stevens - New Jersey Community College Strategic PartnershipSeptember 27, 2005

2. Motivation • Leveraging multimedia capabilitiesfor educational design • Email • Powerpoint • Webpages • Course software • Course specific applets • drilling modules • Consider a standard S-curve “adaptation of technology” curve and the use ofcomputer technology in education • How will students learn is 10 years? In 20 years? In 50 years? Impact Time • Course administration - drilling - student learning

3. Use of multimedia • Case-based learning used in other pre-professional fields (law, medicine, education) • multimedia technology now provides the opportunity to bring the practice of authentic engineering into the classroom!

4. Introduction • Design, develop, and demonstrate a flexible multimedia-based environment based on the video documentation of authentic engineering practice to be incorporated into the undergraduate • Potential learning environments enabled via multimedia technology:

5. VREUN • Virtual Research Experiences in Nanotechnology • New NSF-funded project (September 2005) • 6 Nanotechnology faculty at Stevens, 1 ECE faculty at Stevens (multimedia), CIESE

6. VREUN Goal: Introduce concepts of nanotechnology and tie into core engineering fundamentals within the context faculty research couched in the spirit of Technogenesis

7. Learning environment interface (version 0.1) • Frame-based environment Much smaller constant header Dynamic sequencing Text box video-sensitive text/images/links related to discussion within clip More interesting video! Talking head Email a question to Prof. Fisher Module Navigation(non-linear progression) Help?

8. Virtual research experiences Comparison of Different Techniques & choosing Vibration based Micropower Generation Importance, Background Work Techniques, Issues involved. Novel Design, Modeling, Justification Microfabrication & Testing of the device. Proto-Type fabrication & Testing, as proof of Concept Realization of process flow for MEMS scale fabrication Packaging & re-testing of the device. Possible Issues that could be encountered, How to deal • More detailed information (content) than in lab tours • Connect research project with larger picture • Approach of the research projects; uncertainty • Focus on u-grad participation • Window into researchenvironment • Tie research to education • Evaluation will be critical: • Usability, scaffolding, etc

9. Advantages of a multimedia based format • Video documentation provides the motivation and indexing for students to learn engineering “content” material • Video supplemented with content information (text, audio,etc) • Provides students: • Window into practice of engineering • See type of ill-defined problems common in practice of engineering • Framework of how engineering education relatesto real-world engineering (Why am I learning this?) • Benefits recognized of co-ops, internships, etc (can we package and incorporate into curriculum)

10. End with a story… • Brooke, starting at Stevens in Fall, in lab for 2 weeks • Explanation of my research… • What is a composite? - What is a polymer? • What is modulus? - What is strength? • What is a nanometer? • Why are carbon nanotubes so promising? • What could they be used for? ….

11. Extra slides

12. Work in progress • Objectives: • Design the format/layout for for the learning environment • Design author interface mechanism (WebCT) for adding material (author mode) • Develop modules based on two Fisher research projects • Develop additional multimedia lab tours • Interface mechanism: • Straightforward to upload video, text, audio, etc and edit module • Dynamic website so that both module and TOC updated • CD vs. online distribution; browser compatibility; OS (Windows vs Mac) • Database design, communication protocols, and content organization • Research Project documentation • Audio/video collection of sufficient quality • Multimedia editing (video, audio) • Organization • Clarity of information and level-appropriateness

13. Multimedia interface - front page • Work-in-progress • Placeholders for now; better content later Author mode login Front page introduction/navigation Continue to labs

14. Environment main page • Main page for grouping of modules: “virtual lab tours”, VREUN, etc • Virtual lab tours currently available: • ME CBME • Nanomechanics/materials (Fisher) - Lab 1 (Prof) • Lab 2 (Prof)- Lab 2 (Prof) • ECE • -Multimedia Lab (Man) • -Lab 2 (Prof) Select lab from above menu

15. Multimedia learning environments for virtual experiential engineering and incorporation into the undergraduate curriculumFrank Fisher, MEHong Man, ECERIEE meetingMay 27, 2005

16. Introduction • design, develop, and demonstrate a flexible multimedia-based learning environment • facilitate the deployment of modules based on the video documentation of engineering practice to be incorporated into the undergraduate curriculum • Virtual Co-op, Virtual Internship, Virtual REU